A. ROLES OF COMPUTERS IN LEARNING
The potential of computers in educational settings go far beyond direct instruction. One function is administrative-keeping schools records, scheduling classes, doing payroll, and managing student assessment data. Another is service oriented, as when guidance programs use computers to deliver career planning assistance. In the domain of instruction there are four broad classes of computer applications :
• As an object of instruction
• As a tool As an instructional device
• As a means of teaching logical thinking
1). Object of Instruction The computer may itself be the object of instruction. For example, in computer literacy courses student learn about computers, and in vocational courses students learn to use computer on the job for data processing and analysis purposes. In this role, the computer is treated like any other machine one is learning to use.
2). In its role as a tool, the computer assists both teachers and students. Some of the roles of the computer are relatively simple, such as sophisticated calculator and typewriter. Other roles are more advanced, such as multimedia composer, presentation aid, communication device, and data retrieval source.
3). Device Computer-assisted instruction (CAI) helps students learn specific skills. For example, Math Blaster Plus assists students in learning math facts (addition, subtraction, multiplication, and division) through drill-and-practice using an arcade game format. Software is now capable of providing students with complex tasks to engage them in real-world problems.
4). Teaching Logical Thinking. Seymour Paper, in his 1982 book, Mindstorms, and again in his 1993 book, The Children’s Machine, suggests that the computer should be an “object to think with” not a dispenser of information. Using LOGO, a procedural language that was designed for learners, students can learn about the Complexity of the mathematics within their daily lives.
Advantages :
- Learner control. Computer-based insteuction allows students some control over the rate and sequence of their learning(individualizatio ).
- Special needs. Computer-assisted instruction is effective with special learners at risk students, students with diserve ethnic backgrounds, and students with disabilities.
- Record keeping. The record-keeping ability of the computer makes individualized instruction feasible;teachers can prepare individual lessons for all students and monitor their progress.
- Information management. Computer can over a growing knowledge base associated with the information explosion. They can manage all types of information :graphic, text, audio, and video.
Limitations :
- Copyright.
- High expectations.
- Limited range of objectives.
- Controlled environment.
- Lack of social interaction.
Computers in classrooms is only part of the tasks. The ultimate value of technology in education and training depends on how fully they are integrated into the curriculum. Instructors need a framework for using computer technology that coves a variety of learning styles and accommodates varied teaching methods. Most important, result need to be measurable against a clear set of goals and objectives-the second step in the ASSURE Model. In the classrooms where computer technology is integrated successfully, students use it with the same ease with which they use books, maps, pencil, and pens.
1). Processing When engaged in thinking, students explore the possible connections between related ideas. Often they employ a technique referred to as concept mapping. Ideas about a topic are linked, forming a complex web of interrelated thoughts. Software packages such as Inspiration are designed to facilitate this process.
2). Drill-and-practice programs lead learners though a series of examples to increase dexterity and fluency in a skill. The computer does not display impatience and goes a head only when mastery is shown.
3). In the tutorial role, the computer acts as the teacher. All interaction is between the computer and the learner. An example is Mavis Beacon Teaches Typing, which guides students to learn touch typing skills.
4). A game activity may or may not entail simulation elements. Likewise, a game may or may not be instructional. It depends on whether the skill practiced in the game is an academic one-that is, related to a specific instructional objective or a work place skill.
5). Simulation In this method, learners confront an approximation of areal-life situation. It allows realistic practice without the expense or risks otherwise involved.
6). Discovery Is a general term to describe activities using an inductive approach to learning; that is, presenting problems that students solve though trial and error or systematic approaches. It approximates laboratory learning outside the classroom.
7). Solving Learners use previously mastered skills to resolve a challenging problem. Students must examine the data or information presented, clearly define the problem, perhaps state hypotheses, perform experiments, then reexamine the data and generate a solution.
8). Tools Using a word processing program for writing makes it easy for students to edit their works. One they have gathered their ideas into concept maps, they then begin to work those ideas into connected text.
9). Tools Drawing and creating graphic is a fun activity for students.
Advantages :
- Self-pacing. Students can move through the material at their own pace, being tested and branched at frequent intervals.
- Total package. A major advantage from the administrative standpoint is having a total integrated package of hardware and software, there is no need to try to piece together your own network or to shop for and evaluate courseware.
- Validated. The learning programs can be tested and valiated before distribution with a large base of client, the vendors can afford to invest in curriculum research and development.
Limitations :
- Courseware quality. The quality of the courseware is variable; some of it is low-level, uninspiring drill and practice material.
- Evidence of effectiveness. The effectiveness of these materials; most of the exiting studies have been commissioned by one of the vendors and have been conducted with less than acceptabl3 rigor.
- Report. The individual progress reports given to teachers are often hard to interprent.
C. SOFTWARE SELECTION
1).Selection criteria In addition, software programs, also called applications, are written to run on specific operating systems. An operating system, such as Mac os, Windows, or Unix is software that functions as the computer’s interface with the user. It determines precisely how user, computer, and application interact to produce the desired results.
a. Accuracy Information should be presented in a clear and logical manner. Finally you need to examine the intent of the lesson and its relation to your intended student goals.
b. It is important that software follow sound educational techniques and principles. In a drill frequent informative feedback.
c. Learner Control Finally, the information needs to be presented in a manner designed to maintain student interest and involvement in the tasks.
d. Practical examples that relate to students’ own experience are more valuable within the learning process.
e.Ease of Use Ease of use is a particularly critical attribute in a situations where students are working individually or in small groups on different projects, using different software.
f. Special Features Color, graphic, animation, and sound should be presented in a consistent manner, using size , color, and location to reduce the cognitive burden of deciphering.
D. COMPUTER HARDWARE
1). Basic Components The physical equipment that makes up the computer is referred to as the hardware. A computer’s specific combination of hardware components is referred as its configuration.
2). Input Device. Transmit information into the computer. The most commonly used input device is the keyboard. Central Processing Unit. (CPU) is the core element, or “brain” that carries out all the calculations and controls thet total system.
3). Memory stores information for manipulation by the CPU. The memory contains the control-function-that is, the programs written to tell the CPU what to do in what order.
4). Storage The most common storage mechanism is the magnetic disk. Recordable CD-ROMs are becoming common. Storage capacity (measured in Mb or Gb) has expanded to keep pace with the rapidly growing memory demands of today’s software and the ever-increasing size f graphic and animation-laden multimedia data files.
5). Output Device Display results of your program. A television-type-monitor, referred to as a CRT (cathode-ray tube), is the usual Output device of a personal computer.
E. COMPUTER FACILITIES
1). The One-Computer Classroom One solution has been to have a computer placed in each classroom. This single computer is therefore available to the teacher and students to use throughout the day.
2). Multiple-Computer Classroom Is useful when the teacher wants to present to all the students simultaneously. The arrangement is helpful when the same software simultaneously.
3). The computer Laboratory When a teacher wants each student to be working on a computer during a lesson, it is necessary for the whole class to have access to computers simultaneously. Schools often place 15 to 20 computers together in a single room called a computer laboratory.
Source : Heinich, Molenda, Russell, Smaldino et. 2002. Instructural Media and Technologies for Learning volume 7. California: The University of California.
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